SOUTH PAULDING MIDDLE SCHOOL · 2018-08-20 · implementation of vocabulary and reading strategies....

SOUTH PAULDING MIDDLE SCHOOL

(Insert School Logo Here)

School Improvement Plan

2018 -2019

JR Neal, Principal

2

PCSD VISION

PCSD MISSION

PCSD STRATEGY MAP

The vision of the Paulding County School System is to prepare ALL students for success today and tomorrow.

Engage. Inspire. Prepare.

3

SCHOOL MISSION & VISION

Our Mission South Paulding Middle School seeks to create a safe and positive environment in which all stakeholders work together to help students be ready for graduation, ready for work, and ready for life.

Our Vision Our vision is to create lifelong learners through rigor, relevance, and relationships.

4

South Paulding Middle School Improvement Action Plan

SMART Goal 1: The percent of students receiving a Lexile score of grade level or above as measured by the

Georgia Milestones will increase 5% in the 2018-19 school year as measured against their performance in

2017-18. 6th Grade: 68% (approx. 112 students) in 2018 to 83% (approx. 137 students) in 2019

7th Grade: 66% (approx. 98 students) in 2018 to 71% (approx. 106 students) in 2019


Smart Goal 2: The percent of students scoring within the Proficient and Advanced performance bands on the

Reading Inventory portion of the Universal Screener will increase by 18% during the 2018-19 school year as

measured from the first administration in August to the fourth administration in May.

6th Grade: 44% (approx. 69 students) in August to 62% (approx. 98 students) in May

7th Grade 48% (approx. 71 students) in August to 66% (approx. 97 students) in May

8th Grade: 54% (approx. 76 students) in August to 72% (approx. 101 students) in May

Smart Goal #3: By the end of the 2018-2019 school year, 60% of students will meet or exceed their

anticipated growth goals for Lexile scores as measured by the Reading Inventory.

Strategy/Initiative: Teachers will plan, implement, and analyze the results of lessons that incorporate content

specific vocabulary activities and reading comprehension strategies.

5

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline

Evaluation of Implementation and

Impact on Student Learning

Artifacts Evidence

Strategic

Goal: Student

Success for All,

Communication

& Engagement

GSPS:

Leadership 1-8,

Professional

Learning 1-6

Professional Learning:

During preplanning,

Academic and

Connections teachers

will receive “classroom

expectations” including

the display/use of

academic vocabulary,

learning target verbiage,

collaboration, etc.

PowerPoint

presentation(s),

individual department

meetings

Admin Team

(Neal, Tittle,

Murray)

July 25, 2018 to

July 31, 2018

(Preplanning)

Agendas;

Sign-in sheets;

PowerPoint

presentation(s)

School Leaders

Demonstrate: Consistent

and specific expectations

for the display/ use of

vocabulary in classrooms

and the quality of

collaborative efforts

Teachers Demonstrate:

Understanding of the

expectations for the use of

learning target verbiage,

the focus on vocabulary,

and the emphasis on

productive collaboration

Strategic

Goal:

Student

Success for All

GSPS:

Professional

Learning 1-6


Academic and

Connections teachers

will continue to receive

training on the following

topics: Lexile scores,

vocabulary strategies,

reading strategies,

pulling/using reports in

RI and MI. (ELA, Math,

and ESEP teachers will

receive refresher training

on how to administer the

RI/MI.)

Handouts

(instructions),

Title II funds

Local PL funds

Computer Labs

EAC, department

chairs, county

curriculum

directors; local

teacher experts

Multiple dates

including district

PL days

August:

RI/MI Refresher,

Lexiles

Aug/Sept:

Vocabulary &

Reading Strategies

Sept/Oct:

Report training

Agendas;

Sign-in sheets;

handouts; PD

Express

transcripts


Understanding of course

standards, planning

techniques, Lexiles,

vocabulary and reading

strategies that may be

implemented in their

classrooms, and how to

access reports in MI/RI for

use with

differentiation/remediation

6

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic

Goal: Student

Success for All

GSPS:

Professional

Learning 1-6


ELA, Math, Science, and

Social Studies teachers

will receive training on

subject specific

programs (USA Test

Prep, LearnZillion,

StemScopes, Coach

Digital, etc.)

Handouts

(instructions),

computer labs

EAC, local TLC

Champions,

county

curriculum

coordinators,

Leslie

Rogers/Jeff

Harris/Jenna

Barton

Multiple dates

including district

PL days

Sept/Oct: USA

Test Prep during

planning

Subject specific

software TBA

Agenda; Sign-

in sheet; PD

Express

transcripts


Ability to access subject

specific resources and use

them as resources for

planning/implementation

of lessons

Strategic

Goal: Student

Success for All

GSPS:

Professional

Learning 1-6


All teachers will

continue to receive

training on using Canvas

as an instructional tool to

support classroom

activities, test

preparation,

communication, etc.

Handouts

(instructions),

computer labs

Local PL funds

Title II funds

EAC, local TLC

Champions,

Leslie

Rogers/Jeff

Harris/Jenna

Barton

Ongoing with

some training to

occur during

planning periods

and some during

scheduled PL days

with a focus on

September/October

Agenda; Sign-

in sheet; PD

Express

transcripts


Knowledge of how to use

Canvas to enhance

instruction, to mirror GM

testing, and to increase

communication and

collaboration

Strategic

Goal: Student

Success for All

GSPS:

Professional

Learning 1-6


Selected teachers will

receive training on new

programs designed to

support literacy and

assess student

achievement/progress

(Read180, System44,

Achieve 3000, Dibels,

etc.)

Title II funds

Local PL funds

Grant funds

Computer labs

EAC, Kim

Freedman, HMH

Coaches/Trainers

Multiple dates

including 7/27/18,

8/8/18, 8/9/18,

8/13-8/15/18;

Ongoing support

throughout the

school year

Agendas;

Sign-in sheets;

PD Express

transcripts


Knowledge of how to use

specific programs and use

their data to track student

success and plan for

targeted assistance

7

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic

Goal: Student

Success for All

GSPS:

Planning &

Organization

1-6

Planning: 45 minute,

daily NBI segments will

be created to support

student literacy. GM

and RI data will be used

to schedule students

based upon levels of

proficiency and areas of

need.

Computer access

GM/RI data

Administrative

team; teacher

leaders

July 25, 2018 to

September 4, 2018

Schedules;

class rosters School Leaders

Demonstrate:

Understanding of

scheduling, literacy

initiatives, and best

practices for supporting

student reading ability

Strategic

Goal: Student

Success for All

GSPS:

Planning &

Organization

1-6

Planning: Students will

be identified using GM

and RI data and will be

enrolled in Reading

Connections courses

designed to help students

read grade level reading

targets.

Computer access

GM/RI data

Administrative

team; Reading

Connections

teacher

July 25, 2018 to

August 20, 2018

Schedules;

class rosters School Leaders

Demonstrate:

Understanding of

scheduling, literacy

initiatives, and best

practices for supporting

student reading ability

Strategic

Goal: Student

Success for All

GSPS: Planning &

Organization

1-6

Planning:

Protected planning time

will be given to teachers

weekly to meet

collaboratively.

Teachers will integrate

reading strategies and/or

vocabulary strategies

specific to their content

area into their unit plans.

Protected time will also

be provided for the

analysis of feedback

from activities using

strategies and the

quizzes/tests/projects

that assess them.

Scheduling, internet

access, data collection

tools such as Zip

Grade

Admin Team;

collaborative

groups

Tuesdays and

Wednesdays

throughout the

school year

August 2018– May

2019

Lesson plans;

collaborative

meeting

forms/

notebook;

observations

School Leaders

Demonstrate:

Understanding of the

importance of productive,

consistent, collaborative

planning


Knowledge of course

content, pedagogy, and

best practices with

emphasis on content

specific vocabulary and

reading strategies

8

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic

Goal: Student

Success for All

GSPS:

Instruction 1-9

Implementation: Teachers will deliver

lessons rich in content

specific vocabulary

and/or provide

opportunities for

students to read for

understanding via course

materials and/or

supplements on a weekly

basis.

Lesson plans,

standards, curriculum

maps, content

resources

Academic and

Connections

teachers

Weekly

August - March

Lesson plans;

collaborative

minutes,

observations

(both informal

and TKES);

anchor charts


Understanding of and

techniques for teaching

course content with an

emphasis on vocabulary &

reading opportunities

Students Demonstrate:

Knowledge of course

specific vocabulary and

how to read for

understanding

Strategic

Goal: Student

Success for All

GSPS:

Instruction 1-9

Implementation:

Teachers will create and

implement interactive

vocabulary displays for

each learning unit.

Grade levels will create

and post vocabulary and

reading strategy

reminders to be

displayed around the

school (posters, memos,

flyers, challenges, etc.)

Lesson plans,

standards, curriculum

maps

Academic and

Connections

teachers;

collaborative

groups; PLCs

Ongoing

August - March

Lesson plans;

observations

(both informal

and TKES);

anchor charts;

displays

(posters,

flyers, etc.)


Understanding and use of

interactive vocabulary

exercises; ways to engage

student interest and

reinforcement through

repetition


Knowledge and use of

course specific

vocabulary; improvement

in reading abilities (both

fluency and

understanding)

Strategic

Goal: Student

Success for All

GSPS:

Instruction 1-9

Implementation:

Homeroom and/or

advisement teachers will

assist students with

reading goals and the

self-monitoring of Lexile

scores.

Lexile insert in school

folders

Teacher

leadership team

(creation of

materials),

homeroom/

advisement

teachers

Ongoing

August - March

Completion of

handouts;

Observation


Understanding of Lexile

scores and reading

strategies


Ability to self-monitor, set

goals, and increase reading

performance

9

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic

Goal: Student

Success for All

GSPS:

Instruction 1-9

Implementation:

Social Studies and

Science Teachers will

integrate reading

strategies into their

content areas at least one

time per week. ELA

Teachers will integrate

reading strategies into

their courses at least

twice per week.

Lesson plans; unit

plans

Content area

teachers

Ongoing –

September to May

Lesson plans;

reading

passages/texts


Understanding of the ARS

and how to integrate them

into subject specific

courses


Familiarity with ARS and

improved reading capacity

and understanding

Strategic

Goal: Student

Success for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring:

Administration will

attend and participate in

at least 70% of the

weekly collaborative

meetings to observe the

planning process,

assembly of resources,

and analysis of

activities/data.

Scheduling;

Collaborative data

collection forms

Admin team Tuesdays and

Wednesdays

August - March

Sign in sheets;

collaborative

planning

minutes/

notebook;

attendance

tracking

School Leaders

Demonstrate:

Commitment to attend and

participate in collaborative

meetings and to provide

feedback to teachers


Active participation in

meetings and shared

responsibility for

planning/resources/data

analysis

10

Strategic

Goal Area

& GSPS

Action Steps

Cost/ Resources &

Funding Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic

Goal: Student

Success for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring:

Administration will

conduct both formal and

informal observations

each month to monitor

the display and

implementation of

vocabulary and reading

strategies. Feedback will

be shared with teachers

through emails,

meetings, data room

displays, and/or the

TKES platform.

Scheduling, TLE

platform, observation

forms

Admin team Monthly

August -

March

Monthly data

collection

reports,

emails, Data

Room

displays;

feedback

through TKES

platform,

Lesson plans

School Leaders

Demonstrate:

Commitment to be in

classrooms frequently and

to provide detailed,

frequent feedback to

teachers


Use of vocabulary and

reading strategies in the

classroom

11


SMART Goal 3: The percentage of students scoring proficient or above on the Spring Georgia Milestones in

Mathematics and ELA will increase 5% in 2018-19 as measured against their performance in 2017-18.

Math 6th Grade: 28% (approx. 44 students) in 2018 to 33% (approx. 52 students) in 2019



ELA 6th Grade: 36% (approx. 59 students) in 2018 to 41% (approx. 65 students) in 2019



Strategy/Initiative: Teachers will develop, use, and analyze the results of quality, rigorous assessments.

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic Goal:

Student Success

for All,

Communication

& Engagement

GSPS:

Leadership 1-8,

Professional

Learning 1-6


During preplanning, Academic and

Connections teachers will receive

“classroom expectations”

regarding rigor in lessons,

motivating students, and

collaboration requirements.

PowerPoint

presentation(s);

Department

meetings

Admin Team

(Neal, Tittle

Murray)

July 25, 2018

to July 31,

2018

(Preplanning)

Agenda;

Sign-in sheet;

handout;

PowerPoint

School Leaders

Demonstrate: Consistent

and specific expectations for

the level of rigor in lessons

and the quality of



Understanding of

expectations and adherence

to protocols; the ability to

understand their standards

and elevate rigor while

engaging students

12

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic Goal: Student Success

for All

GSPS: Professional

Learning 1-6


Academic and Connections

teachers will receive instruction on

rigor and the analysis and use of

data.

Handouts, Title II

funds, PL funds

EAC, County

curriculum

coordinators,

Local teacher

experts

Ongoing -

focus in

November/

December

(Early release,

planning

periods)

Agenda;

Sign-in sheet;

handout; PD

Express

transcripts


Understanding of the rigor of

the standards, how to

increase rigor to challenge

students, and how to use

feedback to differentiate


for All

GSPS: Professional

Learning 1-6


All teachers will receive training

on USA Test Prep, the Reading

and Math Inventories, and other

technology that can be used to

provide rigorous assessments and

monitor student progress toward

mastery.

Handouts,

computer lab,

Title II funds, PL

funds

EAC, Local

teacher experts

Aug/Sept:

RI and MI

Sept/Oct:

USA Test Prep

& Canvas

(Early release,

planning

periods)

Agendas;

Sign-in

sheets; PD

Express

transcripts

Teachers Demonstrate: The

ability to access subject

specific resources and use

them as tools to simulate GM

type questions


for All

GSPS: Planning &

Organization

1-6

Planning:

Protected common planning time

will be provided weekly for

teachers to analyze current

classroom activities. Protected

time will also be provided for the

analysis of newly created

assessments.

Scheduling,

Standards,

Lesson plans,

Curriculum guide

Collaborative

groups

Tuesdays and

Wednesdays

throughout the

school year

August 2018 –

May 2019

Lesson plans;

collaborative

meeting

forms/

notebook;

observation

School Leaders

Demonstrate: Understanding

of the importance of

productive, consistent,

collaborative planning


ability to analyze the rigor of

standards and make activities

and assessments that increase

this rigor


for All

GSPS: Planning &

Organization

1-6

Planning:

Protected common planning time

will be provided weekly for

teachers to plan lessons that

incorporate the data received from

administration of the Universal

Screener and/or USA Test Prep.

Scheduling,

Lesson plans,

Curriculum

guide, computer

access

Principal

(scheduling),

Collaborative

groups

Tuesdays and

Wednesdays

throughout the

school year

August 2018 –

May 2019

Lesson plans;

collaborative

meeting

forms/

notebook;

observation

School Leaders


of the importance of

productive, consistent,

collaborative planning


Knowledge of reports

generated within specific

13

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

programs and the application

of the feedback to assist with

lesson design/reteaching


for All

GSPS: Planning &

Organization

1-6

Planning:

Protected meeting time will be

provided monthly for professional

learning communities to analyze

data, discuss student progress, and

prescribe solutions for struggling

individuals.

Scheduling,

Student data,

PLC protocols

Teacher

leaders; PLCs

Ongoing

August -

March

Agendas;

Sign-in

sheets;

Minutes;PD

Express

School Leaders


of the importance of data

analysis and using results to

adjust instruction


How to analyze student

results, compare them to the

rigor of the standards, and

use them to adjust pacing and

instruction


for All

GSPS:

Instruction 1-9

Implementation:

Teachers will edit/rewrite/create

common classroom assessments

that mirror the format and

difficulty of Milestones test items.

Standards,

computer access,

previous

assessments

Academic

teachers

Ongoing

August -

March

Common

quizzes, tests,

and other

classroom

assessments


Understanding of the rigor of

the standards, the

requirements of the GM, and

how to use data for creation of

assessments


Their mastery of the

standards and the depth of

understanding

14

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence


for All

GSPS:

Instruction 1-9

Implementation:

ELA and math teachers will

administer their respective screener

to their students and use the results

to determine student readiness and

adjust course content and pacing as

necessary.

Access to

computer labs,

scheduling

ELA & Math

teachers; EAC

Four set

administration

windows for

RI; Two set

administration

windows for

MI;

data use

ongoing

August -

March

RI/MI

reports;

Lesson plans;

Collaborative

meeting

forms/

notebooks


Understanding of MI/RI

procedures and how to use

feedback for lesson planning

and remediation


Their knowledge of the

standards and the ability to

express this understanding


for All

GSPS:

Instruction 1-9

Implementation:

Academic teachers will use

technology resources such as USA

Test Prep and LearnZillion to

assign and evaluate assessments

that mirror the rigor of the

Milestones assessments.

Access to

computer labs,

scheduling

Academic

Teachers

Ongoing

August -

March

Reports

generated by

specific

programs;

Lesson plans;

Collaborative

meting forms/

notebooks


Understanding of the rigor

needed to be successful on

GM and how to administer

online assessments and

activities


Their level of standards

mastery and their ability to

use various programs


for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring: Administration will attend and

participate in at least 70% of the

collaborative meetings to observe

the planning process, assessment

editing/creation, and data analysis.

Scheduling,

Collaborative

meeting

attendance

tracking,

Collaborative

minutes; Collab

data collection

forms

Admin team Tuesdays and

Wednesdays

August -

March

Sign in

sheets;

collaborative

planning

minutes/

notebook;

attendance

tracking

School Leaders

Demonstrate: Commitment

to attend and participate in

collaborative meetings and to

provide feedback to teachers


Active participation in

meetings and shared

responsibility for

planning/resources/data

analysis

15

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence


for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring: Administration will

visit and/or receive updates from

monthly professional learning

community meetings regarding

data analysis and the sharing of

best practices as they relate to

challenging students and

increasing rigor.

Scheduling Admin team;

PLC

representatives

Monthly

August -

March

Sign in

sheets; PLC

minutes/

notebook

School Leaders


to attend and participate in

PLC meetings and provide

feedback to the groups


Active participation in the

PLC, willingness to share

strengths, to ask for

assistance, and to make

decisions with students in

mind


for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring:

Formal and Informal observations

will be conducted by both

administration (monthly) and

teacher peers to monitor the rigor

of lessons and application of

student data. Feedback will be

provided to teachers through

emails, meetings, data room

displays, and/or the TKES

platform.

Scheduling,

TKES process,

Monthly data

collection form,

peer observation

form

Admin team;

academic &

connections

teachers

Ongoing

August -

March

Monthly data

collection

reports,

emails, and/or

displays;

feedback

through

TKES

platform

School Leaders


to be in classrooms

frequently and to provide

detailed, frequent feedback to

teachers


ability to teach challenging

lessons and make educational

decisions based upon the

appropriate data


for All

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring:

Administration and teacher leaders

will “spot check” students’

“Panther Way” folders and provide

verbal feedback on progress,

grades, goals, etc.

Student folders Admin team;

teacher leaders

Ongoing

August -

March

Discussions

during PLC

and/or admin

meetings;

Students’

orange

“Panther

Way” folders

School Leaders

Demonstrate: The

importance of showing

students how to self-monitor

Students Demonstrate: The

ability to track grades, Lexile

scores, and other data as well

as learn out to voice personal

strengths and weaknesses

16


SMART Goal 4: SPMS will decrease the percentage of students who serve one or more days of ISS (In

School Suspension) from 27% to 24% and decrease the percentage of students who serve one or more days of

OSS (Out of School Suspension) from 8% to 6%

Strategy/Initiative: Teachers and administrators will implement PBIS strategies in conjunction with character

education, bullying prevention, and diversity inclusion strategies to enhance the climate and culture of our

building.

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Strategic Goal:

Student Success

for All,

Communication

& Engagement

GSPS:

Leadership 1-8,

Professional

Learning 1-6


The entire staff will receive

“refresher” training on the

Renaissance program, behavior

expectations, using the discipline

board, etc.

Faculty meeting;

Department

meetings

Admin Team

(Neal, Tittle

Murray)

July 25, 2018

to July 31,

2018

(Preplanning)

Agenda;

Sign-in sheet;

handout;

Faculty

handbook

School Leaders

Demonstrate: The

importance of establishing a

cohesive, effective behavior

management system


Understanding of

expectations and adherence

to protocols

Students Demonstrate: Understanding of behavior

expectations and the benefits

of making Renaissance

Strategic Goal:

Student Success

for All,

Communication

& Engagement


Three members of the PBIS team

will attend SWIS training to

become familiar with

documentation and data entry

Sub coverage Tittle,

Hutchinson, T.

Williams

August 17,

2018

Sign in sheet;

redelivery to

admin

team/rest of

PBIS team

School Leaders


of the SWIS system by

accurately entering pertinent

data and maintaining records

17

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

GSPS:

Leadership 1-8,

Professional

Learning 1-6

Strategic Goal:

Student Success

for All,

Communication

& Engagement

GSPS:

Leadership 1-8,

Professional

Learning 1-6


Members of the PBIS team will

participate in training that will

explain elements of the PBIS

system and how to implement the

program

PL funds Tittle,

Hutchinson, T.

Williams, and

others TBD

Dates TBA Sign in sheet;

PD Express

transcript;

agenda

School Leaders

Demonstrate:

Understanding of PBIS, its

implementation, and how the

system fits with current

school initiatives

Strategic Goal:

Student Success

for All,

Communication

& Engagement

GSPS:

Planning &

Organization

1-6

Planning:

A committee will adjust the

Panther Buck protocols to be more

consistent between the grade levels

to provide more rewards that

students can choose from using

their Bucks. The committee will

make recommendations on how to

blend current incentive programs

with PBIS initiatives. Dates for

Renaissance celebrations will be

set on the school calendar.

Scheduling;

Renaissance

program details;

Panther bucks;

PBIS expectations

Department

chairs, Neal

Multiple dates

throughout

first semester;

first meeting

on 8/7/18

Agenda,

Panther

Bucks

“menu”;

School

calendar

School Leaders

Demonstrate: The current

incentive system in place at

SPMS, expectations of PBIS,

and skillful ways to marry the

two


for All,

Communication

& Engagement

GSPS:

Instruction 1-9

Implementation:

Homeroom teachers will take time

during the first week of school to

explain the Renaissance program.

Administration will hold class

meetings to explain behavior

expectations to students.

Scheduling;

Renaissance chart;

PowerPoint

presentations

Homeroom

teachers; Neal

August 1-3,

2018; August

13, 2018

Homeroom

discussion

calendar;

PowerPoints

School Leaders

Demonstrate: Knowledge

of the Renaissance program

and the importance of setting

clear behavioral expectations

and rewards


Understanding of behavior

18

Strategic Goal

Area &

GSPS

Action Steps

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

expectations and the

consequences or rewards for

their adherence to these

expectations.


for All,

Communication

& Engagement

GSPS:

Instruction 1-9

Implementation: Teachers will

use the Panther Bucks token

economy, positive teacher/student

relationships, and clear

expectations to positively influence

student behavior. Advisement

sessions will be held that cover a

variety of topics including

accountability, bullying, and

acceptance. Renaissance

celebrations will be held 4 times

during the school year. Student of

the Month and All A luncheons

will be held after award winners

are announced/posted in café

and/or hallway. Honors Day

ceremonies will be held at the end

of the school year to recognize

students for excellence and growth

in various academic and behavioral

categories.

Panther Bucks;

student rewards

(including candy,

tickets to events,

special lunches,

etc.); Funds for

lunches; banners

All teachers;

front office

staff; admin

team; Media

specialist

Ongoing-

Renaissance

celebrations

each nine

weeks; All A

luncheons

each nine

weeks; Student

of the Month

luncheons

each 9 weeks;

Honors Day

ceremonies for

each grade

level on the

last day of

school; 2

advisement

sessions will

take place in

August – the

rest TBA

Banners;

luncheon

invitations;

ceremony

programs


Appropriate conduct in all

parts of the building and

school day; a commitment to

academic excellence and

growth.


for All,

Communication

& Engagement

GSPS:

Assessment 1-5

Leadership 1-8

Monitoring:

The PBIS team will use SWIS to

track the behavior infractions

resulting in disciplinary action.

Grade level representatives will

track behavior and academic data

for Renaissance celebrations.

SWIS; 9 weeks

grade reports;

discipline records

PBIS team;

Grade level

representatives

Ongoing

August – May

SWIS;

Renaissance

lists

School Leaders

Demonstrate: Importance

of tracking data and keeping

accurate records


Understanding of behavioral

and academic expectations

and the rewards for making

and setting goals

19

South Paulding Middle School Professional Learning Plan

Professional Learning

Strategy/Support

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Professional Learning: During preplanning,

Academic and Connections teachers will receive

“classroom expectations” including the

display/use of academic vocabulary, learning

target verbiage, collaboration, etc.

PowerPoint

presentation(s),

individual

department

meetings

Admin Team

(Neal, Tittle,

Murray)

July 25,

2018 to

July 31,

2018

(Preplannin

g)

Agendas;

Sign-in sheets;

PowerPoint

presentation(s)

School Leaders Demonstrate:

Consistent and specific

expectations for the display/ use of

vocabulary in classrooms and the

quality of collaborative efforts


Understanding of the expectations

for the use of learning target

verbiage, the focus on vocabulary,

and the emphasis on productive

collaboration

Professional Learning: Academic and

Connections teachers will continue to receive

training on the following topics: Lexile scores,

vocabulary strategies, reading strategies,

pulling/using reports in RI and MI. (ELA, Math,

and ESEP teachers will receive refresher training

on how to administer the RI/MI.)

Handouts

(instructions),

Title II funds

Local PL funds

Computer Labs

EAC,

department

chairs, county

curriculum

directors; local

teacher experts

Multiple

dates

including

district PL

days August:

RI/MI

Refresher,

Lexiles

Aug/Sept:

Vocabulary

& Reading

Strategies

Sept/Oct:

Report

training

Agendas;

Sign-in sheets;

handouts; PD

Express

transcripts


Understanding of course standards,

planning techniques, Lexiles,

vocabulary and reading strategies

that may be implemented in their

classrooms, and how to access

reports in MI/RI for use with

differentiation/remediation

20


Strategy/Support

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Professional Learning: ELA, Math, Science,

and Social Studies teachers will receive training

on subject specific programs (USA Test Prep,

LearnZillion, StemScopes, Coach Digital, etc.)

Handouts

(instructions),

computer labs

EAC, local

TLC

Champions,

county

curriculum

coordinators,

Leslie

Rogers/Jeff

Harris/Jenna

Barton

Multiple

dates

including

district PL

days

Sept/Oct:

USA Test

Prep during

planning

Subject

specific

software

TBA

Agenda; Sign-

in sheet; PD

Express

transcripts

Teachers Demonstrate: Ability to

access subject specific resources

and use them as resources for

planning/implementation of

lessons

Professional Learning: All teachers will

continue to receive training on using Canvas as

an instructional tool to support classroom

activities, test preparation, communication, etc.

Handouts

(instructions),

computer labs

Local PL funds

Title II funds

EAC, local

TLC

Champions,

Leslie

Rogers/Jeff

Harris/Jenna

Barton

Ongoing

with some

training to

occur

during

planning

periods and

some

during

scheduled

PL days

with a

focus on

September/

October

Agenda; Sign-

in sheet; PD

Express

transcripts


Knowledge of how to use Canvas to

enhance instruction, to mirror GM

testing, and to increase

communication and collaboration

21


Strategy/Support

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Professional Learning: Selected teachers will

receive training on new programs designed to

support literacy and assess student

achievement/progress (Read180, System44,

Achieve 3000, Dibels, etc.)

Title II funds

Local PL funds

Grant funds

Computer labs

EAC, Kim

Freedman,

HMH

Coaches/

Trainers

Multiple

dates

including

7/27/18,

8/8/18,

8/9/18,

8/13-

8/15/18;

Ongoing

support

throughout

the school

year

Agendas;

Sign-in sheets;

PD Express

transcripts


Knowledge of how to use specific

programs and use their data to track

student success and plan for

targeted assistance.


During preplanning, Academic and Connections

teachers will receive “classroom expectations”

regarding rigor in lessons, motivating students,

and collaboration requirements.

PowerPoint

presentation(s);

Department

meetings

Admin Team

(Neal, Tittle

Murray)

July 25,

2018 to

July 31,

2018

(Preplannin

g)

Agenda; Sign-

in sheet;

handout;

PowerPoint


Consistent and specific

expectations for the level of rigor

in lessons and the quality of



Understanding of expectations and

adherence to protocols; the ability

to understand their standards and

elevate rigor while engaging

students


Academic and Connections teachers will receive

instruction on rigor and the analysis and use of

data.

Handouts, Title

II funds, PL

funds

EAC, County

curriculum

coordinators,

Local teacher

experts

Ongoing -

focus in

November/

December

(Early

release,

planning

periods)

Agenda; Sign-

in sheet;

handout; PD

Express

transcripts


Understanding of the rigor of the

standards, how to increase rigor to

challenge students, and how to use

feedback to differentiate

22


Strategy/Support

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence


All teachers will receive training on USA Test

Prep, the Reading and Math Inventories, and

other technology that can be used to provide

rigorous assessments and monitor student

progress toward mastery.

Handouts,

computer lab,

Title II funds,

PL funds

EAC, Local

teacher experts

August –

December

(Early

release,

planning

periods)

Agendas;

Sign-in sheets;

PD Express

transcripts


ability to access subject specific

resources and use them as tools to

simulate GM type questions


The entire staff will receive “refresher” training

on the Renaissance program, behavior

expectations, using the discipline board, etc.

Faculty

meeting;

Department

meetings

Admin Team

(Neal, Tittle

Murray)

July 25,

2018 to

July 31,

2018

(Preplannin

g)

Agenda; Sign-

in sheet;

handout;

Faculty

handbook


The importance of establishing a

cohesive, effective behavior

management system


Understanding of expectations and

adherence to protocols

Students Demonstrate: Understanding of behavior

expectations and the benefits of

making Renaissance


Three members of the PBIS team will attend

SWIS training to become familiar with

documentation and data entry

Sub coverage Tittle,

Hutchinson, T.

Williams

August 17,

2018

Sign in sheet;

redelivery to

admin

team/rest of

PBIS team


Understanding of the SWIS system

by accurately entering pertinent

data and maintaining records


Members of the PBIS team will participate in

training that will explain elements of the PBIS

system and how to implement the program

PL funds Tittle,

Hutchinson, T.

Williams, and

others TBD

Dates TBA Sign in sheet;

PD Express

transcript;

agenda


Understanding of PBIS, its

implementation, and how the

system fits with current school

initiatives

Support:

Veteran teachers will be paired with teachers new

to the school/county to serve as informal

mentors. They will provide assistance on school

protocols, best practices, and classroom

management.

EAC August -

May

Collaborative

meeting

minutes


sharing of best practices and

policies in an effort to support new

teachers and make them and their

students more successful

23


Strategy/Support

Cost/

Resources &

Funding

Source

Person(s)

Responsible

Timeline



Artifacts Evidence

Support:

The EAC and ELA department chair will help

NBI and regular classroom teachers identify

struggling students, will suggest possible

strategies to implement, and will provide

feedback.

PL funds (subs

for ELA dept

chair)

EAC,

ELA dept

chair

September-

May

Minutes;

written

feedback

School Leaders Demonstrate: The importance of coaching and

providing specific feedback to

improve the practices of teachers

You may copy and paste PL action steps from SIP, and also include additional supports that may not be included, such as:

Coaching sessions with Individual Teachers

Mentors

Online Professional Learning Opportunities

Paraprofessional PL Opportunities

Etc.…

SOUTH PAULDING MIDDLE SCHOOL · 2018-08-20 · implementation of vocabulary and reading strategies....

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